Author

Erlinda F. Cuyos*
Labogon National High School – Principal I, Labogon, Mandaue City, Philippines

Abstract

Empathetic teaching has become essential in promoting holistic learner development, particularly within the framework of socio-emotional learning (SEL). This study assessed teachers’ socio-emotional competence and empathetic teaching practices as perceived by both teachers and students at Labogon National High School during the School Year 2025–2026. The results served as the basis for developing a contextualized professional development model. The study employed a descriptive–comparative mixed-methods design involving forty (40) teachers and forty (40) students selected through stratified sampling. Data were gathered using validated questionnaires based on the CASEL framework and analyzed using frequency, percentage, weighted mean, and independent samples t-test. Qualitative responses were examined through thematic analysis. Findings revealed that teachers demonstrated a high level of socio-emotional competence, interpreted as “often,” while students rated teachers’ empathetic teaching practices as “always.” Statistical analysis showed no significant difference between teachers’ and students’ perceptions (p > 0.05), indicating consistency between self-assessment and observed classroom practices. However, teachers encountered moderate challenges such as heavy workload, time constraints, large class sizes, emotional demands, and limited SEL training. Based on the findings, a Socio-Emotional Learning Professional Development Model for Empathetic Teaching (SEL-PDMET) was developed. The study concludes that integrating structured SEL-based professional development is essential to strengthening empathetic teaching and promoting inclusive, learner-centered environments.

Keywords: Socio-emotional learning, empathetic teaching, professional development, mixed-methods, Philippines.

*Corresponding author / Email: erlinda.cuyos@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05021233

Recommended citation:
Cuyos, E. F. (2026). Enhancing empathetic teaching through socio-emotional learning: A professional development model for educators. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 5607-5612. http://doi.org/10.69651/PIJHSS05021233

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